Preservice Teachers’ Planned Instruction: Predicted Versus Actual Use of Instructional Strategies
Amy L. Eva, Ph.D.; Bridget Walker, Ph.D.

Educators have increasing responsibility for creating equitable and inclusive classroom models, but research suggests that they “may not have the necessary attitudes, dispositions, or perhaps more importantly, the professional skills to successfully instruct students in diverse, inclusive classrooms” (Van Laarhoven, Munk, Lynch, Boxma, & Rouse, 2007, p. 440). This study examines the effects of an interdisciplinary, co-taught curriculum in a Master in Teaching program on teacher candidates’ predicted versus actual use of instructional strategies in inclusive K-12 classrooms. Teacher candidates (N=140) completed surveys at three data points: post-course, post-internship, and at the end of the first year of teaching. Participants reported using the following strategies most frequently with all K-12 students: “think alouds/explicit modeling,” “direct instruction,” and “cooperative learning.” Constructivist approaches received the lowest mean scores. This study contributes to the emerging research about integrated teacher education programs and how they can better prepare future educators for creating inclusive classrooms.

Full Text: PDF     DOI: 10.15640/jehd.v5n3a1